Communication theory Essay Example | Topics and Well Written Essays - 250 words

Correspondence hypothesis - Essay Example At the point when weak people feel a solid need of picking up endorsement from the general public, they utilize the assembly method of correspondence. The hypothesis of account worldview comprehends individuals as narrating creatures. This hypothesis presents a story rationale instead of the regular rationale of contention. This rationale recommends that individuals assess the speakers’ believability by surveying the lucidness and loyalty of their accounts. I will take the data contained in the correspondence settlement hypothesis and the hypothesis of story worldview more than others. There are explicit purposes behind that, I locate the previous fascinating, while the last interests to me intelligently. I accept that there is a great deal of distinction between the correspondence styles of individuals in power and the individuals who need power. Then again, the hypothesis of story worldview permits the judgment of speakers to be popularity based since nobody can be prepared for making great

Why Businesses Exist :: Business and Management Studies

Why Businesses Exist A business begins when someone conclude that they can gain a benefit by making a decent or offering an assistance and offering it to individuals who are happy to pay for it. All Businesses have a similar Main Objective A goal is whatever the business needs to accomplish. The most significant target is to cause a benefit so as to endure. In the event that a business doesn't make a benefit it will fail and need to closedown. The Public Sector Claimed by the Government: Army, Police, Schools and Hospitals. These are benefits for everybody. The Private Sector Claimed by Private Individuals. Of Benefit to the individuals who own them. Key Terms Business enterprise: implies being set up to face challenges and having the energy and aptitudes expected to set up and maintain a business or other association. Sole Owner: is a person who maintains a business and is actually answerable for any misfortunes brought about. A Limited Company: is an association, which gives its proprietors or investors assurance with the goal that they can lose just the cash that they have just placed in. Development: is the presentation of the new thoughts. It might influence items or the manner by which they are made. Creating Relationships: is Architecture with clients, workers and organizations. Organizations, which take a gander at the manner in which it works with clients, representatives, and different organizations are bound to be effective. Notoriety: A notoriety of an organization can be accomplished through building up a specific picture:  · Low Prices  · Appealing to the well-to-do  · Ensuring top quality Upper hand: Is a particular component that makes a business effective. A business should cautiously recognize the individuals who will purchase the item to increase an upper hand over others. A Market: Is any area or procedure that brings purchasers and venders together. Cost: is the measure of cash that is given in return for an item. Products: are anything you purchase which are normal or made for a items. Administrations: include purchasing the aptitudes o someone else. Benefit: is the distinction between the cost and the expense of making a item accessible. Prize Income †Cost = Profit Benefit is the distinction between a firm’s incomes from its exchanging exercises and its all out expenses. It is a prize for the hazard and a return on capital contributed. There are 3 variables of creation:  · Land  · Capital  · Labor Business people utilize these 3 components to make a benefit. Sole Traders Organization Lawful - No lawful customs. A lawful structure with a different character from the individuals who run it.

How PTSD and Emotions Like Worry Are Connected

How PTSD and Emotions Like Worry Are Connected PTSD Related Conditions Print How PTSD and Emotions Like Worry Are Connected Why worrying may be an attempt to manage anxiety By Matthew Tull, PhD twitter Matthew Tull, PhD is a professor of psychology at the University of Toledo, specializing in post-traumatic stress disorder. Learn about our editorial policy Matthew Tull, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on June 24, 2019 Post-Traumatic Stress Disorder Overview Symptoms & Diagnosis Causes & Risk Factors Treatment Living With In Children Thomas Barwick/Stone/Getty Images Worry is an emotion that involves thinking about possible future problems, concerns or outcomes. It often takes the form of what if... thinking and generally accompanies anxiety. Everyone experiences worry from time to time. However, some people may experience very severe worry to the point that the worry occurs constantly throughout the day and feels uncontrollable. There is some evidence that people with posttraumatic stress disorder (PTSD) may be more likely than others to struggle with worry.? Why Worry? Although worry often goes along with anxiety, some people may worry in an attempt to manage their anxiety. Some of the worry that people experience may actually be driven by the desire to avoid unpleasant emotions. Worrying looks very much like problem-solving and when people experience anxiety, they may be bombarded by feelings of uncertainty, unpredictability, and uncontrollability. Some people may worry in an attempt to establish some sense of certainty and predictability, reducing their anxiety. However, in many cases, definite solutions to a problem may not be easily identified. In these cases, worry may only increase the extent with which people think about the problem, further increasing their anxiety. A number of studies have found that worry is associated with the avoidance of emotions. In fact, people who worry say that they often worry in order to distract themselves from more emotionally distressing topics. In addition, worry has been found to bring down anxious arousal (at least temporarily). PTSD and Worry Several studies have found that people with PTSD may be more likely to worry than those without PTSD. Why do we often see excessive worry among people with PTSD? Well, PTSD is associated with high levels of anxious arousal, as well as other strong emotions. In addition, people with PTSD may have difficulties identifying healthy ways of managing these intense emotional experiences. Therefore, given that worry may temporarily bring down arousal and can distract people from more emotionally distressing topics, people with PTSD may worry in order to obtain some relief from their distress. In fact, one study found that desires to avoid emotions explained the association between PTSD and worry. Unfortunately, as with other emotionally avoidant coping strategies, this relief will be short-lived. Because the anxiety is not really being addressed or processed, it will only come back and sometimes stronger than before. Managing Your Worrying As mentioned earlier, everyone worries. Therefore, it probably isnt possible to completely remove worry from your life. However, there are strategies that you can use to reduce worry, especially at times when you are experiencing unpleasant emotions, such as anxiety. For example, learning healthy emotion regulation and anxiety management strategies can reduce your reliance on unhealthy coping strategies, such as worry. In addition, given that worry is focused on the future, coping strategies aimed at increasing your focus on the present moment can be particularly useful. Mindfulness meditation is one such strategy. Specifically, mindfulness can increase the extent with which you attend to the present moment in a non-judgmental and non-evaluative way. In doing so, you can better disengage from worrisome thoughts and limit their interference in your life.

Definition And Scope Essay Example Pdf - Free Essay Example

Sample details Pages: 10 Words: 3111 Downloads: 3 Date added: 2017/06/26 Category Finance Essay Type Research paper Did you like this example? Thomas Cook Group plc is one of the leading leisure travel groups in the world which offers wide variety of package to satisfy different needs generate from different market segment. Packages offered ranges from charter packages (two or more components of travel such as flights, hotels, transfers and representative services are bundled together), to independent travel management, and travel-related financial services (pre-paid foreign exchange, travel assurance and travel finances). The group manages its operations in 22 countries through six geographic operating divisions. According to the exhibit A, TCG shows a  £9.8b of revenue in FY11 where  £304m underlying the profit from operations. The main competitor for TCG is TUI Travel, which is another worlds leading leisure travel companies, with over 250 trusted brands. It competes head to head with TCG by providing similar services 2.0 Thomas Cook Financial and Non Financial Analysis 2.1 Financial Analysis 2.1.1 Analysis on Sales and Cost Graph 1 Table 1 above shows that there is a sales growth throughout the year but at the same time cost incurred has been increasing. Value for both cost and revenue from FY 2007 to FY2010 is relatively close (Graph 1). Financial situation was at the worst scenario where the total cost was even higher than the sales revenue generated. No gap between graph line for both sales revenue and cost indicating that TCG has a very minimum net profit margin. TCG failed to manage their cost effectively. Don’t waste time! Our writers will create an original "Definition And Scope Essay Example Pdf" essay for you Create order 2.1.2 Gross Profit Margin Gross Profit Margin (GPM) is a financial metric used to assess  a firms financial health by revealing the  proportion of money left over from revenues after accounting for the cost of goods sold (Steve, 1995). GPM for TCG was averagely at 23% and 24% and eventually fall to 22%. As sales revenue value is increasing and therefore, it could be the increment of cost of goods sold that leads to the downfall of gross profit margin at FY 2011. 2.1.3 Operating Profit Margin Table 5 Operating Profit Margin (OPM) indicates the effectiveness of a company in cost and expenses control associated with their normal business operations (Steve, 1995). In table 4, OPM has been dropping from FY 2007 to 2009 indicating failure for TCG in handling their overhead cost. TCG has made an adjustment on the proportion on overhead cost from 21.7% to 19.2% in FY 2011 which helps the company to slightly pick up in their operating profit margin. 2.1.4 Finance Cost Analysis Table 6 Table 6 shows that the interest cost has been increasing over the year and reaches its peak at 2009 and 2010 whereby the financial cost was  £0.018 every  £1 of sales. Financial cost has then reduced slightly in year 2011. 2.1.5 Tax on Sales Table 7 In table 7, income tax burden for TCG was relatively low from the FY 2007 to FY 2010. However, it has suddenly increased dramatically in year 2011. This could be one of the reasons that cause loss for the company. 2.1.6 Net Profit Margin Table 8 Net Profit Margin (NPM) is an indication on effectiveness in cost controlling and conversion of revenue into profit (Steve, 1995). TCG manages to earn a NPM of 2.38% initially at the FY 2007 but suffered from losses of 5.31% at FY2011. 2.1.7 Total Assets Turnover Table 9 Graph 2 Total assets turnover has an upward trend since 2007 to 2011 from 1.10 to 1.47. Hence it can be noticed that the sales level of TCG have improved with the utilization of the Assets. 2.1.8 Return on Assets Table 10 Return on assets indicates the profitability of a company in relative to its total assets (Steve, 1995). Table 10 shows that ROA for TCG has been decreasing and even dropped to the negative value. This indicates that the company is investing a high amount of capital into its production but receiving little income. 2.1.9 Financial Leverage *Note: Assuming that the total equity at the end of financial year 2006 is  £3,942m Table 11 In Table 11, financial leverage has been increasing throughout the financial years and this indicates that TCG falls at the risky side as they might face bankruptcy issue if they fail to repay their debt in the near future. 2.1.10 Return on Equity Table 12 In Table 12, return on equity has been declining throughout the financial year and even dropped to negative 29.6% at the FY 2011. According to DuPont Model analysis, we could further examine which part of the financial management resulted this (Atrill McLaney, 2011). First of all, looking into the net profit margin, the high total cost has leads to a downfall of NPM and negative at the FY 2011. Secondly, looking into the Total Assets Turnover, it shows an increment where TCG has improved in managing their Assets for generating sales. Lastly, looking into the financial leverage where there is an increment from 1.5 to 3.8 at the financial year. This indicates that the company has borrowed more money for the business and debt increased. Base on the analysis carried out, the decline of ROE of TCG is caused by two main reasons which are the increment of total cost and the large amount of debt borrowed. 2.2 Non Financial Analysis TCG has been in the market for ages and has built global umbrella brand for all the well known regional brands across geographies (refer to Exhibit D). This serves as a great strength that allows them to leverage better. Besides, TCG has a strong portfolio in other service category such as airlines, financial services and hotel which allow the group to cross sell their product and generate better revenue which eventually helps to increase the overall companys financial performance. Even though TCG is serving in 22 different countries, the revenue breakdown in appendix 3 shows that 55% of its revenue come from European market. This is identified as a very risky step as being over relying on this segment, the group is sensitive to the demand of this region. In addition, sovereign debt crisis in Euro zone has greatly affect the demand of TCG product as consumers become more reluctant in spending on travelling. This critical condition is predicted to be prolonged for quite some t ime and therefore, it is foreseeable that the turnover and profitability would fall under a negative development in the near future if TCG is still being overly dependent on the European market. As for the distribution channel, it is shown that TCG has established 799 of retail premises with  £2.5m of employees (appendix 8). Even though it is shown that the actual sales per employee are  £315,429 (appendix 4), the cost per employee inclusive with the rental as well as overhead cost should not be overlooked. The incremental of net profit is foreseeable with the switch of distribution channel to online distribution, which only contributes to 24.5% of the total sales in FY2011 (appendix 9) and highlighted the opportunity to growth, that allows redundant cost reduction. In addition to the reduction in cost, the switch of distribution channel is also essential as it helps TCG in preparing a better platform in serving the UK holiday market which is expected to generate  £22.7b n of sales in the near future, in FY 2015 (appendix E). As mentioned in the chairman statement, higher input cost such as fuel cost serves as a major threat in contributing another challenging year in the near future. Fuel price has been increasing rapidly after its decline in year 2007-2009 due to the recession. It is predicted that fuel cost would still continue to increase due to the high demand from china. Lowered sales revenue due to the lower demand could hardly covered the increment of fuel cost and eventually serve as a major threat to TCG. Company would face liquidity problem and sustained a negative working capital gap. . 4.0 Budgetary Control System According to the chairman, managers have been quite dissatisfied with their current traditional budgeting system which is based on previous year data, decisions, uncertain estimates and forecast (Drury, 2009). Despite the fact that traditional budgeting system provides a direction which can be used as a framework for planning and controlling the overall activity of the business, it is criticized on its failure in identifying the waste, incoming workloads and cost drivers. Critics also found out that it is very time consuming for the benefits to be achieve. In short, traditional budgeting practice does not seem to connect connected to the overall organizational strategy. Limitations of traditional budgeting give rise to many beyond budgeting techniques for instance, zero based budgeting. Zero Based Budgeting is one of the recommended options for TCG as it always assumes that the expenditures is always based on zero, is in contrast to the traditional budgeting system which assumes that the current years expenditure level is justifiable which may not be true. Zero based budgeting provides an efficient allocation of resources. It identifies and eliminates wastage and obsolete operations, detects inflated subjects and drives managers to find out cost effective ways to improve operations. But despite of all the benefits of it, there are also criticisms and drawback against it such as it may lead to micro management, it involves a huge amount of money and it may lead to a material shift in the use of resources. Another option which could be considered by the management is to implement flexible budgeting, a technique for budgeting based on the future variability of business volumes, which allows them to adjust accordingly toward the changing environment and economic factors. Despite the fact on its difficulties in associating with marginal analysis, it is one of the best control devices available to management as it is required to measure radical changes from n ormal operating levels. In addition to that, it provides management with real-time and offers much greater cost control over a business operation and makes it more competitive. This also targets more accurately where performance levels are falling below or meeting expectations. 5.0 Recommendation To decide whether to invest in to TCG, investor needs to look into the internal and external environment. Internally, financial information provided shown an incremental revenue throughout the financial year from 2007 to 2011 but majority of the key performance indicators such as ROE, NPM, ROA and other KPI are showing a downward trend. Financial leverage for TCG has been increasing throughout the financial years and this indicates that TCG falls at the risky side as they might face bankruptcy issue if they fail to repay their debt in the near future. Externally, global economic crisis is expected to prolong for 5 more years which would have a definite impact on travel industry where people have a general tendency to spend less and weakening pound further adds fuel to this. In short, analyzing the financial health of TCG indicating a clear lack in the way operations are managed currently and highlights room for improvement., as well as the macro environment of the industry which se rves as a non controllable factor, it is not encouraging for One-World Investment Consortium to invest in it. Profit maximization could be achieved via sales increment and cost reduction. In appendix B, it is seen that there is a great opportunity for independent growth in several areas such as city break, tailor made travel, flight only and hotel room in cities that TCG can explore by leveraging through their greatest strength, TCG brand. Appendix C further suggests the opportunities of growth by the introducing differentiated concepts allied with new product pipeline. Effective marketing strategy play an important role in introducing the right product to the right target market through the right distribution channel. For instance, identify the potential market by analyzing the TCG customer database and send them a customized email to introduce the promotion available. Vouchers and discount, which is only effective within certain period, could be included in the email as it help s in triggering customer interest. This benefited both customers and TCG as customer is satisfied with the great savings they had and TCG has obtained earlier sales. Cost reduction is another critical step that should be considered the result of the financial analysis shows that the high total cost is the key factor that results in the downward trend of NPM. Therefore, it is recommended for TCG to close down the non-profitable offline distribution retail and direct the market to online mode. This helps in reducing overhead cost such as rental, salary and other operating cost. Furthermore, due to the intense competition, HRM plays an essential role in ensuring retained employees to be trained with multi skilling capability and competence enough to be a source of the competitive advantage for TCG. Relationship with employees could not be overlooked as satisfied employees would helps in driving improved customer satisfaction by creating and fostering trust and relationship with cust omers. Therefore, it is recommended that TCG must ensure that employees need is met. Other than that, it is recommended for TCG to engage in a genuine B2B relationship with their suppliers as the cost is expected to be reduced when the organization has a deepening relationship with suppliers where margin premium is expected to improve. Zero based budgeting is recommended as it requires a programmes existence to be justified in each financial year, as opposed to simply basing budgeting decisions on a previous years allocation. It provides a systematic method of planning company financial resources. It may require an extensive amount of time and paper work. A combination of zero based budgets with traditional budgeting spreads the workload involved in justifying new budgets and is one possible method by which zero-based budgeting can be incorporated into current budgeting techniques. 6.0 Long Term Investment Decision Before making any investment decision, capital budgeting, should be taken into consideration by evaluating using different techniques. An organization which makes a capital investment incurs cash outlays in the expectation of future return or cash inflows (benefits). 6.1 Payback Period The payback period is commonly used as an investment appraisal technique in measuring on the period needed in recovering the initial investment. Despite the fact that it is very simple to apply and understand, it does not take the time value of money into account neither it take account of the earnings after the initial investment is recouped. Therefore it is not recommended as these may prevent the ranking of projects. 6.2 Accounting Rate of Return Another commonly used appraisal technique used is ARR which compares the profit that can be earned by the concerned project to the amount of initial investment capital that would be required for the project and projects that can earn a higher rate of return is accepted. However, again, ARR does not take into consideration the time value of money involved. In addition, this method uses net income rather than cash flows while net income is a useful measure of profitability where the net cash flow is a better measure of an investments performance. Furthermore, the inclusion of only the book value of the invested asset ignores the fact that a project can require commitments of working capital and other outlays that are not included in the book value of the project. 6.3 Discounted Payback Period The introduction of discounted payback period is to backup the drawback of the PB by adding the net positive discounted cash flows arising from the project. This could be useful as a performance indicator to contextualise the projects anticipated performance but is not recommended to use as the sole appraisal method. 6.4 Net Present Value In the NPV method, the revenues and costs of a project are estimated and then are discounted and compared with the initial investment. Projects with positive NPV should be accepted and rejected if the NPV value is as it indicates that the present value of the stream of benefits is insufficient to recover the cost of the project. Compared to other investment appraisal techniques such as the IRR and the discounted payback period, the NPV is recognized as the most reliable technique in supporting investment appraisal decisions. However, its sensitivity in discount rate is identified as the main drawbacks. Since discount rate is always the denominator of NPV and its always critical to know the final result of the output. NPV can be positive or it can be negative depending on the discount rate which has been taken in calculations. 6.5 Internal Rate of Return IRR corresponds to the rate for which the present value of the investments money in-flows are equal to the present value of the money out-flows. It helps evaluate individual projects as investment opportunities and helps investors in determining whether the projects would help in increasing the organization value and determining the percentage of return in comparison to the initial investment. In addition, it takes into account the time value of money  and adjusts for the risk that the project will not meet the income projections. However, many firms are guilty of rejecting worthwhile investments due to the understating of NPVs and IRRs because of the incorrect treatment of inflation and the use of excessively high discount rates. 7.0 Risks on Long Term Investment Failure in identifying risk in long term investment could lead to unforeseeable consequences. Therefore, there are two main traditional investment appraisal frameworks which could be considered by managers prior in making any investment decision. One of the simplest and most effective ways to analyse risk is through simple sensitivity analysis where investor could just change certain variable involved in a potential investment to see how that change would affect the overall investment. For instance, when considering buying a company, managers may look at the production cost of an item the company makes, and the cost of the components needed to make that product and further verify several eventualities, by adjusting these prices, either lower or higher. This will help them make an educated decision about their purchase in light of better understand the change of the company value if certain variables change. Another way to evaluate the risk is by conducting scenario analysis w here multiple analyses could be performed at the same time. Investors conducting this type of analysis will look at the variables that affect a companys bottom line and use them to plan accordingly. For example, managers considering purchasing a company will want to understand the cash flow of the business. This is more than just considering revenue and expenses. Expenses can manifest themselves in a number of ways including wages, pensions, benefits, costs associated with production, and so forth. By changing a combination of these factors, investors can get a feel for a number of different scenarios. Kaplan (1986) has further criticised aspects of traditional appraisal techniques are in truth a function of the user and not the technique itself by highlighting the mistake of the NPV user who use of static discount rates. In addition, the inconsistent treatment of inflation, the overemphasis on the short-term, faulty assumptions about the status quo alternative, and the adoption of a narrow organisational perspective are again all mistakes of the user. Even the difficulty of including nonfinancial benefits is seen as a lack of financial analyst imagination rather than an inherent shortcoming of traditional evaluation approaches.

Importance Of Fandom Subculture - 1023 Words

American society is filled with a variety of entertainment sources: sports, music, literature, films, etc. With each of these entertainment sources comes, in some capacity, a fan base. Almost every person in America or even the world, if asked, would be able to list at least one thing they are a fan of. How did this idea of a â€Å"fandom† subculture become so apparent in American society? In today’s society, people are easily able to be informed on their favorite celebrities and sports teams. The media feeds the passion people have for the entertainment industry and has created this idea that the public should be informed on every detail of celebrities’ lives. The creation of award shows such as the Oscars and the American Music Awards further†¦show more content†¦One specific sport, American football, could be considered by some as the most watched sport in the U.S. With a variety of levels from high school level, college level, and professional level, Americans are surrounded by this sport. From a young age, children are dressed up in team gear, brought to football games, taught the fight song, and immersed into the sports fandom. In a study conducted on college football fans, participants were asked, â€Å"what words described the game day experience?† The participants described the experience as â€Å"exciting,† â€Å"entertaining,† â€Å"awe-inspiring,† and â€Å"friendship† (Bain-Selbo). With descriptions such as â€Å"awe-inspiring,† it is clear that fans consider these sporting events to be an emotional experience and something they thoroughly enjoy. One aspect of the game day experience that is so highly participated in is tailgating. On game days at schools such as Clemson University, the whole campus is full of people with large tents, trays of finger foods, and even some people with televisions connected to trailers, watching ESPN. A study conducted to examine the underlying mo tives within tailgating found there are four motivations, those being, â€Å"involvement (preparation and participation), social interaction (camaraderie and competition), inter-temporal sentiment (retrospection and prospection), and identity (collectivism and individualism).† It is important to noteShow MoreRelatedEssay on Belonging and Difference in Imagined Communities5843 Words   |  24 Pagesare not unique to subjects that are diasporic in an ethnic or racial sense. Fan culture, where a sense of community is generated around the reception and remediation of cultural texts, has developed its own extremely complex systems of belonging. 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What Are the Benefits Outsourcing Web Development Services Free Essays

Today market being fully dependent of E-commerce technologies, every organization needs to be regularly updated with latest technologies factors that emphasis on quality picture of their organization. Today E-commerce has become a basic medium to expand your business globally. But to ensure quality of your Web application you need to Outsource Web development service. We will write a custom essay sample on What Are the Benefits Outsourcing Web Development Services or any similar topic only for you Order Now There is no doubt that anyone can carry out the development on their own. But, if some factors like cost, time, RD, quality, experience, search engine friendly code, etc are considered, Outsourcing is the highly recommended. Outsourcing companies ensures business quality service by using latest technology available and also you will get your Web application developed on time with no or less bugs left, at reasonable cost. Following points will give you detailed understanding of â€Å"How Outsourcing of Web Development service will be beneficial considering all of this factors?† * Standard development Process: Many Companies follows strict process model. Clients are assured of the standard processing and get their development work completed on-time and delivery without any complication. * Lessen your Development Cost: To develop any quality product, we need skilled experienced staff, also lots of cost need to be spent on RD and setup of space for development. While if you outsource development service you need to pay very reasonable amount which in turn guarantees you best service with search engine friendly light weight web application developed using latest technologies tested in all terms. * Reliable and Accurate: All these companies have experience knowledge of development, so the delivered product will be reliable accurate in terms of outputs which the client demanded. * Future enhancement: As every company wants to maximize their business, these companies provide regular maintenance and notifications to update your product if required. There are many invisible benefits of Outsourcing on client side also. Clients can: * Further concentrate on their routine without bothering about their Web development process. So time is saved. * Save money by choosing Outsourcing which is nearly equal to half the cost required in own development process. so you can use them for future enhancement maintenance. * Get chance to know new process models their skilled knowledge. * Expect best recommendations latest technologies that best suits your business requirements success on the basis of their experienced skills and requirement analysis. How to cite What Are the Benefits Outsourcing Web Development Services, Essay examples

Standard Paragraphs for VDOT Technicians Field Rep Essays

Standard Paragraphs for VDOT Technicians Field Reports The GeoConcepts representative arrived on site, as requested, to observe and/or perform the followings:- Concrete: Self-Consolidated Concrete (SCC): Observe the placement of 24.0 cubic yards of 5000 psi Caisson Self- Consolidated Concrete (SCC) for drilled shaft #7. Concrete sample was taken from each truck and tested for temperature, slump and air content. All test results were informed to Dewberry representative. One set (Set #23) of nine cylinders (three for 28 day, four for early field breaks and two for permeability) was molded for compressive strength and permeability testing in our laboratory. Curb & Gutter Observed the placement of 90.0 cubic yards of 3000 psi A3 Extrusion Concrete supplied by Vulcan Materials. The concrete was poured for curb and gutter (CG-7) between structure 11-3 and structure 13-3 from station 158+30 to station 173+25 to the right side of west bound of route 50. The concrete observed on this date appeared to be placed in compliance with project specifications with regard to temperature, slump, air content, and batch to placement time. One set (Set #50) of 5 (3 for 28 days lab and 2 field) concrete cylinders (4"X8") for compressive strength of in our laboratory. Storm Water Structure Inverts: Observed the placement of 10.0 cubic yards of 4000 psi A4 Modified Concrete supplied by Titan Virginia Ready Mix LLC. The concrete was poured for the inverts of storm water structures #21-6 (sta.223+75), #22-1 (sta.226+00) on east bound of Rt.606. and structure #28-12 (sta.11+60) on Loudoun County Parkway. No sample was taken for this concrete. Box Culvert: Observed the placement of 80 cubic yards of 4000 psi A4 Modified Concrete (VDOT Design #9026-U-16) supplied by Titan Virginia Ready Mix LLC. The concrete was poured for box culvert (Structure #11-2) Wall and Slab (pour #11) on west bound of Route 659. Concrete observed on this day at this location appeared to be placed in compliance with project specifications with regard to temperature, slump, air content and batch to placement time. One set (Set #23) of seven cylinders (3 for 28 day lab, 2 for permeability and 2 for early field break) was molded for compressive strength and permeability testing in our laboratory. The rebar surface temperature was measured to be 40 F. Prior to concrete placement, the area was covered with plastic sheet, capped with plywood on top and heated with vacuum pump heater. The contractor continued to heat the area during and after concrete placement in order to keep the temperature within the limit of specifications. Bridge Deck: The GeoConcepts representative arrived on site as requested to observe the placement of 170 cubic yards of 4,000 psi A4 General Concrete for west bound Bridge Deck Span "G" on Gloucester Parkway. Concrete observed on that day appeared to be placed in accordance with project drawing and specifications with regard to temperature, slump and air content. Two sets (Set #23 day lab, three for early field break and two for permeability) were molded for compressive strength and permeability testing in our laboratory. Retaining Wall: Observed the placement of 17.0 cubic yards of 3000 psi A3 General Concrete for the 3rd footing section #10 of Retaining Wall #4 (RW-3) from station 229+45 to 230+05 on westbound of Route 659. Concrete observed for this date appeared to be placed in compliance with project specifications with regard to temperature, slump and air content. One set (Set #121) of five cylinders (three for 28 day lab and two for permeability) was molded for compressive strength and permeability testing in our laboratory. Soils & Aggregate: RCP Storm line: Observed the placement and compaction of VDOT #25 stones and soils for 40 linear feet of 15" diameter RCP stormwater line between storm structures #34-16 and #34-17 from approximate stations 199+50 to 200+25 at right side of westbound of Route 606. The contractor installed structure #28-11 on that day. Utilizing the Nuclear Method (ASTM D-6938-08a), checked the compactions of VDOT #25 stones and soils; test results indicated that the compacted material, at the areas and elevations tested, met or exceeded the project requirements of 95% of the maximum dry density of VDOT #25 stone (using suppliers laboratory proctor provided by the Dewberry Representative) and soils (using our laboratory proctor, Project source #S-2N). The soils observed on this date appeared to be placed in compliance with project specifications with regard to lift thickness and moisture content. Roadway Embankment: Observed the placement and compaction of soils for roadway embankment from station 13+50 and 16+50 on east bound of Fort Johnson Road. Utilizing

Augmentative Suffixes in Spanish

Augmentative Suffixes in Spanish Augmentative suffixes - word endings added to nouns (and sometimes adjectives) to make them refer to something that is large - are less common than the diminutive endings, but they nevertheless provide one way that the Spanish vocabulary can be flexibly expanded. And just as the diminutive suffixes can be used to indicate that something is endearing (rather than small), so can the augmentative endings be used in a pejorative way to indicate that something is awkward or otherwise undesirable. The most common augmentative and pejorative suffixes (feminine forms in parentheses) are -à ³n (-ona), -azo (-aza) and -ote (-ota). Less common ones include -udo (-uda), -aco (-aca), -acho (-acha), -uco (-uca), -ucho (-ucha), -astro (-astra) and -ejo (-eja). Although nouns usually maintain their gender when put in an augmentative form, it isnt unusual for the words, especially when they come to be thought of as words in their own right, to change gender (especially from feminine to masculine). Theres no way to predict which ending (if any) can be attached to a particular noun, and the meanings of some suffixed words can vary from region to region. Here are the main ways in which these endings are used: To Indicate Something Is Large When used in this way, the suffixes can also indicate something is strong or powerful or has some other quality often associated with size. Examples: mujerona (big and/or tough woman), arbolote (big tree), perrazo (a big and/or mean dog), librazo or librote (big book), pajarote (large bird), casona (large house), cabezà ³n (big-headed person, literally or figuratively), cabezota (stubborn, stubborn person). To Indicate Intensity Such suffixes indicate that something has more of the inherent quality than such objects usually have; the resulting word can, but doesnt have to, have a negative connotation. Sometimes these endings can be applied to adjectives as well as nouns. Examples: solterà ³n (confirmed bachelor), solterona (old maid), favorzote (a huge favor), un cochazo (one heck of a car), grandote (very big), ricachà ³n (filthy rich, filthy-rich person), grandullà ³n (overgrown). To Form New Words Sometimes words with augmentative endings can take on meanings of their own and have only a loose connection with the original word. Examples: padrote (pimp), ratà ³n (mouse), tablà ³n (bulletin board, thick board), fogà ³n (stove), cinturà ³n (belt), camisà ³n (nightgown), serrucho (handsaw), hacer un papelà ³n (to make a spectacle of oneself), cajà ³n (drawer), cordà ³n (shoelace), lamparà ³n (grease stain), llorà ³n (crybaby), humazo (cloud of smoke). -Azo to Indicate a Blow or Strike The suffix -azo can be applied somewhat freely to nouns to indicate a blow or strike; coined words using this suffix are sometimes found in journalese. Words formed in this way are always masculine. Examples: hachazo (blow or chop with an ax), martillazo (blow with a hammer), puà ±etazo (punch with a fist), cabezazo (head butt), codazo (jab with the elbow), plumazo (the stroke of a pen), huevazo (a blow from a thrown egg), misilazo (missile strike), sartenazo (a blow from a frying pan).

Teaching English Listening Skills to ESL Classes

Teaching English Listening Skills to ESL Classes Teaching listening skills is one of the most difficult tasks for any ESL teacher. This is because successful listening skills are acquired over time and with lots of practice. Its frustrating for students because there are no rules as in grammar teaching. Speaking and writing also have very specific exercises that can lead to improved skills. This is not to say that there are not ways of improving listening skills, however, they are difficult to quantify. Student Blocking One of the largest inhibitors for students is often mental block. While listening, a student suddenly decides that he or she doesnt understand what is being said. At this point, many students just tune out or get caught up in an internal dialogue trying to translate a specific word. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves. Signs that Students are Blocking Students constantly look up wordsStudents pause when speakingStudents change their eye contact away from the speaker as if they are thinking about somethingStudents write words down during conversation exercises The key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time. Listening Exercise Suggestion Suggest a number of shows in English on the radio, podcasts online, etc.Have students choose one of the shows based on interestAsk students to listen to the show for five minutes three times a weekKeep track of student listening to encourage them to keep up the practiceCheck with students to confirm that their listening skills are improving over time Getting in Shape I like to use this analogy: Imagine you want to get in shape. You decide to begin jogging. The very first day you go out and jog seven miles. If you are lucky, you might even be able to jog the whole seven miles. However, chances are good that you will not soon go out jogging again. Fitness trainers have taught us that we must begin with little steps. Begin jogging short distances and walk some as well, over time you can build up the distance. Using this approach, youll be much more likely to continue jogging and get fit. Students need to apply the same approach to listening skills. Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week. Even if they dont understand anything, five to ten minutes is a minor investment. However, for this strategy to work, students must not expect improved understanding too quickly. The brain is capable of amazing things if given time, students must have the patience to wait for results. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve.

Medline Search Essay Example | Topics and Well Written Essays - 500 words

Medline Search - Essay Example The ‘Medline’ database was studied with directed and pointed queries in the main search box for terms related with the clinical question. The first query was made using a rather obvious sentence ‘improving functional status in adult asthmatics’ but it yielded no results. The search was repeated using a more targeted collection of terms ‘asthma control in adults’ which yielded some very good results. The primary papers shortlisted in this search which were somewhat relevant with the clinical question included papers on medical adherence amongst adult asthmatics residing in two inner city clinics, the beliefs of patients as well as physicians about asthma control and risks involved. Another search was conducted on the same website using ‘asthma self care’ as the key words. This yielded a number of hits and two papers talked about the impact of education on asthma patients, adults as well as children. Out of these, one was found to be highly relevant to the clinical question and is summarized below. Yet another search with the key words ‘asthma medication’ yielded quite good results and another paper was selected for discussion and summarization. In total 10 relevant studies were obtained in this search. The two selected studies had high relevance with the clinical question due to their focus on the impact of education on patient adherence with medication for asthma and are therefore summarized below: 1. A descriptive and correlative study tried to examine the impact of education, knowledge and patient characteristics on emergency visits to the hospital which can yield some fair knowledge about the clinical question (Emtner et al, 2009). In a year long study, 84 asthma patients and 52 COPD (Chronic Obstructive Pulmonary Disease) patients were interviewed on phone 4 to 6 weeks after an emergency room (ER) visit and followed up for one year to study the impact

Hepatitis Essay Example | Topics and Well Written Essays - 1500 words

Hepatitis - Essay Example To better understand the viral infection, it would be necessary to examine both acute infections and chronic infections of the virus. Chronic Hepatitis is the less common of the two but it can stay with a person for years. Often the symptoms are quite mild and the person may attribute them to other causes since the liver is not suddenly and significantly damaged (Ryder and Beckingham, 2001). In certainly cases, the liver damage progresses to a stage where cirrhosis may occur followed by liver failure or liver cancer. The cause for Chronic Hepatitis is most often the presence of the Hepatitis C virus since more than 75% of acute Hepatitis C patients develop Chronic Hepatitis. Hepatitis B and D variants of the virus can also cause Chronic Hepatitis but Hepatitis A and E variants do not (Merck, 2003). The causes for Chronic Hepatitis are many and complex even so that some medicines such as Methyldopa, Nitrofurantoin and even Tylenol can lead to chronic hepatitis. The risks are quite strong when these medicines are taken for a prolonged period of time. Similarly, Wilson’s disease which is a hereditary disease can also cause chronic hepatitis in children (Merck, 2003). The problem of detection for Chronic Hepatitis is compounded by the difficulty in marking the symptoms of the disease. For example, the symptoms include a feeling of sickness, poor appetite and a loss of energy (Ryder and Beckingham, 2001). Additionally, a person suffering from Chronic Hepatitis may have a low grade fever and abdominal pains. S/he may also develop signs of jaundice, have an enlarged spleen, retain fluid or blood vessels in the skin that look like spiders. When a doctor suspects a case of Chronic Hepatitis, a liver biopsy may be recommended as a diagnostic test for the liver. The biopsy can reveal the underlying causes of the disease and may be needed more than

The Parable of the Wedding Feast Essay -- Literary Analysis, Bible, Go

Marriages in Biblical Tradition typically represent a symbolic expression of the covenantal union between God and his people. A wedding banquet during this time period in history was a joyous occasion that had a great importance in the lives of the betrothed. â€Å"The Gospel of Matthew, like all the New Testament Gospels, was composed as a literary work to interpret the theological meaning of a concrete historical event to the people in a particular historical situation† (Boring 89). Mt 22:1-14 utilizes this tradition and expresses wedding celebrations in order to exemplify the significance of Jesus’s goal to bring salvation to those on Earth. The parable of the wedding feast unfolds into three parts; the inviting of guests, a call to the outcasts, and a removal. (Brown 664) Matthew paints the scene of Jesus using a parable to describe the fact, â€Å"The kingdom of heaven may be compared to a king who gave a wedding banquet for his son† (Mt 22:2). Using a wedding banquet as the setting for this parable allows people to apply the message of God to their everyday lives. The visualization of the preparations of the oxen and fat calves for feasting depicts the nature that this was an important event, worth the sacrifice of animals, which at the time was a great personal expense. Theologically, the kingdom of heaven was represented by the wedding banquet, for those who were invited to the wedding banquet were extended an invitation to the kingdom of God, while the King was an image of God, The Father and the king’s son was a portrait of Jesus. (Brown 665) The servants of the king, symbolically known as the prophets, were sent to complete the King’s bidding and to inform the guests of the upcoming wedding banquet. Rather than accept as per ... ...rning the declination of invitations, whereas Luke goes further into detail. Also, the Gospel of Matthew offers a shorter summary in comparison to Luke and includes the second part of the parable, Mt 22:11-14. (Lester 308) Matthew directed this passage toward the Matthean reader for it supplies instruction and a sense of warning to those who wish to enter the Kingdom of Heaven. â€Å"Matthew uses tension and surprise, in both form and content, to address this situation, while affirming that Jesus Christ, â€Å"God is with us,† is the defining figure around which the community’s self-understanding, imagination, and social relations are to be formed† (Saunders 871). By presenting the text in the form of a parable, the message of God’s will is omitted in a historical and cultural context that enables society to comprehend the meaning behind the words chosen by Matthew.

Growing Up Jewish

My name is Asher Lev is a novel written by Chaim Potok, an American rabbi who narrates Asher's early life, the challenges he faces when attempting to pursue his passion and career-drawing and painting. His father disapproves of his art of drawing. Because of his concentration on the art, he becomes averse to education, which makes his community members to feel ashamed of him. Potok remained an active artist/writer until his death in 2002.The Hasidism religion does not consider the second commandment against graphic arts because art â€Å"belongs to the other side.† As Asher grows older, he learns to control his emotions in relation to his paintings and concentrate more on his art that he becomes successful. The book ends when Asher is twenty-two years old. The plot against America is a political novel written by Philip Roth. The book explains how America has become fascist post-1935 era and Hitler's allies are in control of the white house. There is total chaos in America because of national politics and hatred. Gangs go around harassing people. The lower-middle-class Jews of Weequahic, in Newark, try to learn how to use a gun to defend themselves in an apartment. America and the rest of Europe are taken over by fascist movements and imitators of Adolf Hitler and Mussolini.Both Asher and Phillip face challenges that are mainly unrelated to their lives. Their geographical location and the surrounding community determines the challenges each one of them faces. Asher and Philip face challenges that are to a certain extent unrelated. For instance, Asher is born in a conservative religious community-all the members surrounding him expects him to adhere to the Jewish religion and customs. His father is opposed to his art terming it anti-religious while Philip grows up in a quite liberal community that does not put much emphasis on religion and culture. His major challenges stem from outside his community. In My Name is Asher Levi, â€Å"During Asher's childhood, his artistic inclination brings him into conflict with the members of his Jewish community, considers art unrelated to religious expression to be at best a waste of time and possibly a sacrilege. It brings him into particularly strong conflict with his father, a man who has devoted his life to serving their leader, the Rebbe, by traveling around the world bringing the teachings and practice of their sect to other Jews, and who is by nature incapable of understanding or appreciating art† (Knopf, 2003). While in The Plot against America, â€Å"Hitler's allies rule the White House. Anti-Semitic mobs roam the streets. The lower-middle-class Jews of Weequahic, in Newark, N.J., cower in a second-floor apartment, trying to figure out how to use a gun to defend themselves. (â€Å"You pulla the trig,† a kindly neighbor explains)† (Berman Web). In My Name Is Asher, Asher has to deal with a religion that is imposed on him. His graphic art is not in line with his community's expectations. He faces the challenge of proving to his community that his art is not detrimental to his religion. As he grows older the conflict between him and his community increases. As he matures, he learns control his emotions. Though he sometimes identified himself as religious, he took on a more secular path. He had to make a choice between his art and the Jewish religion. He chose the art over his Jewish religion. As Asher grew older, he resolved to portray his challenges through paintings. He portrays his mother's suffering through Christian art. Asher shows in his book that a balance can be struck between religion and art. Religion help emphasize art. Religious figures can be depicted through art. For Philip political challenges affect him unlike Lev's that are religious; Philip has to deal with the issue of fascists taking control of his country. It encourages people to worship.Philip Roth finds his father powerless in dealing with the dominion of his country by fascists. His community members are disgruntled about his career, but he has no way of helping them. Philip has to deal with anti-Semitism that was propagated by the fascists,† America has gone fascist and ordinary life has been flattened under a steamroller of national politics and mass hatreds. Hitler's allies rule the White House. Anti-Semitic mobs roam the streets† (Davenport Web).Religious affiliation does not hinder one from achieving their goal. They must focus on achieving and perfecting what they aspire. Levi does not allow his Jewish religion and culture to hinder him from pursuing his career of art. Lev learns to do things that he loves most. He pursues a career in painting at the expense of education and religion. As he grows older, he succeeds in art. Success comes after much struggle and endurance. Lev became successful after practicing for a long time. He also was patient and enduring of his community's opposition towards his career in painting. Lev also learnt that it is a mistake to separate religion from freethinking, humanism, and development. Development has always been practiced alongside religion. In other words, religion does encourage development of the community. In â€Å"The Plot against America,† Philip learns that the need for glory makes fascists to invade other countries. They use the army, police, and gangs to achieve their goals.Fascist leaders control all aspects of the people under their control. They control economic life, religious life, social life, and economic life of the citizens. Fascists use intimidation, threats, arrests, and killings to control and subdue the people they lead. They do not allow any dissenting views from the people under their control.In Asher Lev's book â€Å"My Name Is Asher Lev,† he speaks on discrimination based on religion, culture, and secularism. His community discriminates him because of his passion on graphical art. The community tells him that art is against the Jewish religion and culture. However, on holding on onto his talent and career of painting, he succeeds. He did not allow the disagreement of his community deter him from doing what he wanted most-art.Philip Roth, on the other hand, faces the challenge of a fascist leader imposing his political beliefs on to his country- America. He too is discriminated against based on his skin color and religion. His Jewish community in America begins to train themselves how to use a gun so they can defend themselves. The fascist leader unleashes the gang to terrorize them the Jews in America. Hitler's men introduce fascism in the white house and the whole country-America.Works CitedBerman, Paul. â€Å"‘The Plot Against America'.† The New York Times, 3 Oct. 2004.Davenport, Guy.†Collision with the outside world.† The New York Times, 16 April 1972. Potok, Chaim. My Name Is Asher Lev. Knopf; 2003.

Contrast of Beliefs in Sophocles´ Antigone - 762 Words

Being able to be a brave and narrow-minded is not an easy or usual characteristic. But, author Sophocles seems to portray this characteristic flawlessly in the play Antigone. In Antigone, King Creon decides Eteocles should have a proper burial while Polyneices should just be left to rot after these two brothers have a brutal fight and anyone who buries Polyneices should be punished. But, their sister Antigone opposes this and decides to go against Creon’s word and buries Polyneices. When Creon finds out he goes through an internal conflict trying to decide if he should punish his own niece or let the situation goes. The play has many tragedies that happen in a domino effect and change Creon’s view. In the play, Creon and Antigone often have contrasting viewpoints in certain beliefs and situations. With Creon being the Antagonist and Antigone being the protagonist, the two have clashing beliefs in. The main conflicting beliefs are in their views of laws, the burial of Po lyneices, and conflicting personalities. By example, Creon and Antigone have conflicting viewpoints in their beliefs of laws. Antigone believes moral laws developed from gods while Creon believes in moral laws developed from him. Creon says, â€Å"It seems that prophets have made me their especial province, all my life long I have been a kind of butt for the dull arrows of doddering fortunetellers! No, Teiresias: If your birds - if the great eagles of God himself should carry him stinking bit by bit to heaven, IShow MoreRelatedWho Is More Tragic, Creon or Antigone?863 Words   |  4 Pagesvaliantly fought for his country and for his beliefs, and even when Pat died in Afghanistan in 2004, his memory lives on in the minds of many people. According to Aristotle, the hero is not a true hero like Pat Tillman, but rather a person who has serious flaws that lead to the downfall of the character. In Antigone, both Creon and Antigone share some tragic elements: tragic hero, hamartia, hubri s, and nemesis. However, Creon is a more tragic hero than Antigone because his character has tragic elementsRead MoreThe Conflict Of Sophocles Antigone1500 Words   |  6 PagesSophocles’ Antigone centers around a familial feud that develops between Antigone and Creon when Antigone decides to bury her brother and Creon’s niece, Polyneices. While Antigone believes that it is her religious and familial duty to bury her brother, Creon objects, citing the Theban civil war which took place right before the events of the play. Adhering to Greek literary tradition, Sophocles ultimately seeks not just to entertain the audience but also to teach a moral lesson, in this case aboutRead MoreEssay about Gender Bias Critic of Antigone1724 Words   |  7 PagesA Gender Bias Approach to Antigone Just as one stone removed can break a bridge, one flaw can bring a man to ruins. The flaw of one man cannot bring down an entire kingdom, but rather one outlook of the king can lead to the demise of the whole. In Sophocles epic tragedy, Antigone, a strong gender bias is present throughout the tragedy, and is partially responsible for the downfall of the king. To Sophocles the king is not always representative of the people, but acts on his own personal desiresRead MoreBlood Bonds, Antigone, and The Eumenides Essay878 Words   |  4 PagesBlood Bonds, Antigone, and The Eumenides Every human on this earth has a bond to another. These bonds, as well as their significance, differ between people. This paper will focus on the bonds of marriage and blood, and their role in the plays Antigone and The Eumenides. How do they relate to each other? Is one more important than the other? How does the divine and mortal world interpret these? Through a review of the two plays and a comparison of their presentation of the bonds of blood andRead MoreSophocles As A Master Of Character Development1497 Words   |  6 PagesSophocles is one of the three great Athens tragic playwrights in Greek history. He has written over 120 plays in which they were performed into three tragedies known as the â€Å"Oedipus the King†. Although he has written 123 plays there are only seven of his tragedies remaining and with only a few titles and fragments remaining. The seven tragedies include Ajax, Antigone, Trachinian Women, Oedipus the King, Electra, Philoctetes, Oedipus at Colonus, a nd Trackers. Sophocles was considered to be a masterRead More Sophocles’ Oedipus Cycle – Antigone, as a Feminist Essay1380 Words   |  6 PagesSophocles’ Oedipus Cycle – Antigone, as a Feminist Throughout history, women have always stood in the shadows of men. In many cultures, the role of women has always been to be seen and not heard. As one of the first feminists in world literature, the character Antigone, of Sophocles’ Oedipus Cycle, displays fine characteristics of a great female leader in order to stand up against male dominance for her religious, political, and personal beliefs. When the king denies her brother, Polynices,Read MoreRejecting Gender Roles In Sophocless Antigone1262 Words   |  6 PagesRejecting Gender Roles in Antigone Human nature dictates that conformity is a safer choice than expressing individuality. When placed in a situation where one must either remain silent or speak their mind and face severe consequences, there is much less risk in taking the first option. Sophocles, an Athenian tragedian from the fifth century BC, confronted this theme throughout one of his most popular works: Antigone. In the play, the title character must decide if she should honor her brother andRead MoreAnalysis Of Oedipus The King And Antigone1170 Words   |  5 Pagescivilizations such as Athens, women were looked down upon and this battle to leave behind tradition proved to be almost if not fatal. Sophocles Oedipus the King and Antigone exemplify three distinct female Athenian characters who approach this battle with different fronts. Through analysis of Ismene, Antigone and Jocasta’s distinct characters, the reader better understands how Sophocles uses a feminine voice to break away from the tradition d iscerned in Athenian life to advocate for the rise of a matriarchalRead MoreAntigone And Creon As A Tyrant1452 Words   |  6 Pages Antigone takes place just after a war between Antigone’s two brothers, Eteocles and Polynices. Eteocles fought on the side of Thebes whereas Polynices resembled an invader. Afterwards, Eteocles is buried and seen as honorable. However, Polynices is denied a proper burial because he is considered a traitor to Thebes. In this play, Sophocles uses Antigone and Creon as foils by characterizing Antigone as a martyr and Creon as a tyrant to urge the reader to realize that one’s own morals are more significantRead More A Comparison of Moral Conflict in Antigone and A Dolls House1479 Words   |  6 PagesConflict Between Individual Morals and State Laws in Antigone and A Dolls House  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   Mother, should I trust the government?   Or should I trust myself?   This dilemma is a common one in a great deal of literature.   In Antigone and A Doll’s House, the main theme is the question of whether one should be true to oneself or true to one’s state or society.   Should Nora (in A Doll’s House) and Antigone (in Antigone) â€Å"follow the rules† and do what the state and society want them to do or

The Wild West Of America - 2178 Words

THE WILD WEST OF AMERICA The Wild West of America, or what historian referred to as the Old West, since the 1800’s men and women all wanted to move to the west to start a new life, have land, find gold and silver ,and to escape the law hence the Wild West. The West of the U.S. started off from the west of the Mississippi all the way to the west coast. With all the open land and the people in the west, legends and stories are being made throughout time, and these stories are for the future generation to hear about the adventurous time of the Wild Wild West. From the beginning of time, people have told stories of their adventures, survival, the crazy gunfights, and the danger they been through in the west. Most of these stories and tales starts off at campfires, where is told to friends and families about their experience. Sometimes these tales were true, others exaggerations, and occasionally nothing more than some crazy tales which seems too good or too outrageous to be true. The more interesting part of these tales were passed along from friends to friends and from one generation to the next, and along the way the tales grows stronger to the point they became legends and urban myths. With all the story tellings through the years, it becomes a small part of history and then in popular culture. Where it turns into music, dance, movies, tv shows, and cultures. For two centuries the Wild West was molded into the american’s culture that transpire in popular entertainment.Show MoreRelatedAmerica Wild West1317 Words   |  6 PagesFollowing the Civil War, many Americans chose to settle west of the Mississippi river and shaped a distinct culture in this region. Generations later, this fascinating culture was transformed into the Wild West, a romanticized version of the lifestyle, to entertain the masses. The romanticized perception of the Wild West differs extensively from the reality of western settlement, but in some aspects mirrors the true western lifestyle in the post-Civil War period. Native Americans and cowboys, forRead MoreAmerica Should Have Stricter Gun Control1290 Words   |  6 PagesOmaha’s Westroads Mall (Schwartz). These tragedies are not inevitable, so people wonder one question. Are guns in our society getting out of control? Four out of every ten Americans own a gun; which leads to the perception that America has returned to the Wild Wild West. In fact, it is to be assumed that where guns are present, there is a higher risk of drug abuse, crime, and accidents. About 31,224 people died from gun violence in 2007. In just one day, 268 people were shot in murders, assaultsRead MoreAnalysis Of The Wild West1441 Words   |  6 PagesWestern Identity The Wild West, in American history, is often thought of as being an ideology filled with adventure and happy endings. 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Research Evaluation And Data Collection Methods - 932 Words

Healthy People program has existed for the last three decades to provide science-based, 10-year national objectives for improving the health of all Americans. Healthy People 2020 depict assessments of key risks to wellness and health. It has changed health priorities and issues related to preparedness and prevention of national’s health. The mission of Healthy People 2020 is to; identify nationwide health improvement priorities; increase public awareness and understanding of determinants of health, disease, disability, and opportunities for progress; provide measurable objectives and goals applicable at national, state, and local levels; engage multiple sectors to take actions to strengthen policies and improve practices that are driven by the best available evidence and knowledge; and identify critical research evaluation and data collection methods. 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Development from Conception to 16 Years Free Essays

string(162) " climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58\." Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12. We will write a custom essay sample on Development from Conception to 16 Years or any similar topic only for you Order Now At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, Page 8. Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15. At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28. In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’. Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illustrated Guide, Page 36. With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’. Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight back’ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44. With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45. With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve months, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50. Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51. With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into much more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52. At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58. You read "Development from Conception to 16 Years" in category "Papers" With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp ‘can hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59. Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60. At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66. With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67. With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68. At two and a half years children with their gross motor development can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67. Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor development they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76. With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77. Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Child Development An Illustrated Guide, Page 79. At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86. With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’. Also may state their full name and address ‘can state their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94. In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Development An Illustrated Guide, Page 96. At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102. With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily developing literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105. At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110. With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represent sky’, Child Development An Illustrated Guide, Page 111. They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process. He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what it is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development. The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism. The third principle is ‘Development begins with uncontrolled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation. A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick ‘yes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance. The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening. The observer sits away from the child and does not get involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise. It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well. We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk. Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development. In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting not take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk. The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they’re up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observations on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’. My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC practises these skills every day. When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place. With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones. This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas. She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Because there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’. Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible. The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information. We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development. Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pass onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just f or the aim of being fed and protected but for the feelings of safety the attachment brings. Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for. Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists. Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward. Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became widely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement. His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’. How to cite Development from Conception to 16 Years, Papers Development from Conception to 16 Years Free Essays string(162) " climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58\." Development from conception to 16 years New-born babies are born with many different reflexes. ‘The presence of some of the new-borns primitive reflexes is essential to survival’, Child Development An Illustrated Guide, Page 12. Some of the automatic reflexes include ‘swallowing and sucking, when anything is put in the mouth, babies at once suck and swallow’, Child Development An Illustrated Guide, Page 12. We will write a custom essay sample on Development from Conception to 16 Years or any similar topic only for you Order Now At birth in their gross motor development babies will lie on their back ‘lie supine (on their backs), with the head to one side’, Child Development An Illustrated Guide, Page 8. In their fine motor development babies will hold their hands closed, ‘Usually hold their hands tightly closed, but the hands may open spontaneously during feeding or when the back of the hand is stroked’ and tuck their thumbs under their fingers, ‘often hold their thumbs tucked in under their fingers’, Child Development An Illustrated Guide, Page 8. Babies’ communication and language development, they need to share language experiences and talk to others, ‘need to share language experiences and co-operate with others’, also make eye contact and cry when they need help, ‘make eye contact and cry to indicate need’, babies also move their limbs when they hear high pitched tones, ‘respond to high-pitched tones by moving their limbs’, babies may also move their eyes towards the sound, ‘may move their eyes towards the direction of sound’, Child Development An Illustrated Guide, Page 15. At three months babies gross motor development, may be able to keep their head in a central position when lying on their back, ‘keep their head in a central position when lying supine’ and have almost no head lag when moving into the sitting position, ‘have almost no head lag in moving into the sitting position’, Child Development An illustrated Guide, Page 28. In their fine motor development, three month old babies may be able to watch their hands and play with their fingers, ‘Move their hands and play with their fingers’. Also may be able to hold onto a rattle for a short amount of time, ‘can hold a rattle for a brief time before dropping it’, Child Development An Illustrated Guide, Page 29. With three month old babies, communication and language development, they may take a lot more interest in their surroundings, ‘take an increasing interest in their surroundings’. Also show more interest in playthings, ‘Show an increasing interest in playthings’. At six months, babies in their gross motor development, may be able to use their shoulders to pull themselves into the sitting position ‘can use their shoulders to pull themselves into a sitting position’, also they may be able to bear their own weight, ‘can bear almost all their own weight’, Child Development An Illustrated Guide, Page 36. With six month olds fine motor development they may be able to reach out and grab a small toy when its offered, ‘reach and grab when a small toy is offered’, also explore objects by putting them in their mouth, ‘explore objects by putting them in their mouth’, Child Development An Illustrated Guide, Page 37. With communication and language development at six months, they may be able to babble spontaneously, ‘babble spontaneously, first using monosyllables, such as ‘ga-ga’, and then double syllables, such as goo-ga’, and later combining more syllables’. Also talk to themselves in a tuneful song voice, ‘talk to themselves in a tuneful, sing-song voice’ Child Development An illustrated Guide, Page 39. At nine months, babies in their gross motor development, may be able to maintain a sitting position independently for up to 15 minutes ‘can maintain a sitting position with a straight back’ and ‘can sit unsupported for up to 15 minutes’, they may also be able to find ways of moving around the floor ‘may find ways of moving about the floor – for example, by rolling, wriggling, or crawling on their stomach’, Child Development An illustrated Guide, Page 44. With six month old fine motor development they may be able to grasp objects between fingers and thumb in a pincer grasp ‘can grasp objects between finger and thumb in a pincer grasp’ also can pass toys from one hand to the other ‘manipulate toys by passing them from one hand to the other’ Child Development An Illustrated Guide, Page 45. With their communication and language they may be able to imitate adult sounds ‘imitate adult sounds, like a cough or a ‘brr’ noise’ also can understand the word ‘no’ ‘understand and obey the command ‘no’ Child Development An Illustrated Guide, Page 46. At twelve months, babies in their gross motor development may be able to rise in a sitting position from lying down ‘can rise in a sitting position from lying down’ also they may be able to cruise along using furniture as a support ‘can cruise along using furniture as a support’ Child Development An Illustrated Guide, Page 50. Where twelve month old babies fine motor development is concerned they may be able to hold a crayon in a palmer grasp and turn several pages of a book ‘can hold a crayon in a palmer grasp and turn several pages of a book at once’ also can build a few bricks and arrange toys on the floor ‘build with a few bricks and arrange the toys on the floor’ Child Development An Illustrated Guide, Page 51. With their communication and language 12 month olds may be able to speak two to six or more recognisable words ‘speak to or more recognisable words and show that they understand many more – babbling has developed into much more speech – like form, with increased intonation’ also may be able to hand objects to adults when asked and use them in an appropriate way ‘hand objects to adults when asked and begin to treat objects in an appropriate way, for example, cuddle a teddy but use a hairbrush’ Child Development An Illustrated Guide, Page 52. At eighteen months children with their gross motor development may be able to walk steadily and stop safely ‘can walk steadily and stop safely, without sitting down suddenly’ also they may be able to climb onto an adult chair and sit down ‘can climb forward into an adult chair and then turn around and sit’ Child Development An Illustrated Guide, Page 58. You read "Development from Conception to 16 Years" in category "Essay examples" With their fine motor development eighteen month olds may be able to point to known objects ‘can point to known objects’ also they may hold a pencil in their whole hand or between the thumb and first to fingers, called the primitive tripod grasp ‘can hold a pencil in their whole hand or between the thumb and first two fingers (this is called the primitive tripod grasp) Child Development An Illustrated Guide, Page 59. Where their communication and language is they may use gestures alongside words ‘use gestures alongside words’ also obey simple instructions and answer questions ‘obey simple instructions such as ‘shut the door’ and respond to simple questions such as ‘where’s the pussy-cat? ’ Child Development An Illustrated Guide, Page 60. At two years children with their gross motor development may be able to run safely avoiding obstacles ‘Can run safely, avoiding obstacles and are very mobile’, also walk up and down stairs usually putting both feet on each step ‘walk up and down stairs, usually putting both feet on each step’ Child Development An Illustrated Guide, Page 66. With their fine motor development two year olds may draw circles, lines and dots using preferred hand ‘draw circles, lines and dots using their preferred hand’ also may drink from a cup and manage to scoop with a spoon at mealtimes ‘can drink from a cup with fewer spills, and manage scooping with a spoon at mealtimes’ Child Development An Illustrated Guide, Page 67. With their communication and language they may talk to themselves often ‘talk to themselves often, but may not always be understood by others’ and may use phrases as telegraphic speech for example ‘daddy-car’, might mean a number of different things, ‘use phrases as telegraphic speech (or telegraphese) – for example, ‘daddy-car’ might mean a number of different things, including ‘daddy in his car’, ‘I want to go in daddy’s car’ or ‘daddy’s car is outside’, Child Development An Illustrated Guide, Page 68. At two and a half years children with their gross motor development can stand on tiptoe when shown ‘stand on tiptoe when shown’, also jump with both feet together from a low step ‘jump with both feet together from a low step’, Child Development An Illustrated Guide, Page 66. With their fine motor development they may be able to eat skilfully with a spoon and maybe a fork ‘eat skilfully with a spoon and may use a fork’, also may build a tower of seven or more cubes using preferred hand, ‘can build a tower of seven or more cubes, using their preferred hand’, Child Development An Illustrated Guide, Page 67. Where two and a half year olds communication and language is concerned they may be able to know their full name ‘know their full name’, also continually ask questions ‘continually ask questions beginning ‘what†¦? ’ or ‘who†¦.? ’, Child Development An Illustrated Guide, Page 69. When children are three years, with their gross motor development they may be able to walk backwards and sideways ‘can walk backwards and sideways’ also may ride a tricycle using pedals ‘can ride a tricycle using pedals’, Child Development An Illustrated Guide, Page 76. With their fine motor development they may be able to control a pencil using their thumb and the first two fingers (dynamic tripod grasp) ‘can control a pencil using their thumb and the first two fingers (the dynamic tripod grasp), also may copy a building pattern ‘can copy a building pattern of three or more cubes, including a bridge’, Child Development An Illustrated Guide, Page 77. Communication and language, they may be able to learn to speak more than one language ‘learn to speak more than one language if they hear more than one language spoken around them as they grow’, also carry on simple conversations ‘carry on simple conversations, often missing link words such as ‘the’ and ‘is’, Child Development An Illustrated Guide, Page 79. At four years of age children in their gross motor development may be able to walk along a line with good balance ‘have developed a good sense of balance and may be able to walk along a line’ also they may be able to run up and down stairs, one foot per step ‘run up and down stairs, one foot per step’, Child Development An Illustrated Guide, Page 86. With their fine motor development four year olds may be able to thread small beads on a lace ‘are able to thread small beads on a lace’, also may draw a figure that resembles a person ‘can draw on request a figure that resembles a person, showing head, legs and body’, Child Development An Illustrated Guide, Page 87. With their communication and language they may be able to repeat rhymes and songs with few mistakes ‘can repeat nursery rhymes and songs, with very few errors’. Also may state their full name and address ‘can state their full name and address almost correctly’, Child Development An Illustrated Guide, Page 89. At five years children in their gross motor development may be able to use a variety of play equipment ‘use a variety of play equipment, including slides, swings and climbing frames’ also may have good coordination playing ball games and dancing ‘show good co-ordination, playing ball games and dancing rhythmically to music’, Child Development An Illustrated Guide, Page 94. In their fine motor they may be able to use a knife and fork competently ‘can use a knife and fork competently, but may still need to have meat cut up for them’ Child Development An Illustrated Guide, Page 94. With four year olds, communication and language they may be able to talk about the past, present and future ‘talk about the past, present and future, with good sense of time’. Also enjoy jokes and riddles ‘enjoy jokes and riddles’, Child Development An Illustrated Guide, Page 96. At six years of age, in their gross motor development, children are gaining both strength and agility, they may be able to jump off apparatus with confidence ‘are gaining in both strength and agility; they can jump off apparatus at school with confidence’ also may be able to ride a two-wheeled bike, maybe without stabilisers ‘can ride a two-wheeled bike, possibly without stabilisers’, Child Development An Illustrated Guide, Page 102. With their fine motor development they may be able to write their first and last name ‘can write their last name as well as their first name’, also may write simple stories ‘may begin to write simple stories’, Child Development An Illustrated Guide, Page 103. Six year olds, in their communication and language, may be able to talk fluently with confidence ‘talk fluently and with confidence’, also are developing literacy skills ‘are steadily developing literacy skills (reading and writing), although the ability to read independently with confidence usually begins between 7 and 9 years of age’, Child Development An Illustrated Guide, Page 105. At seven years, in their gross motor development, children may be able to control their speed when running and avoid obstacles ‘are able to control their speed when running and can swerve to avoid collision’, also are skilful in catching and throwing a ball, using one hand only ‘are skilful in catching and throwing a ball, using one hand only’, Child Development An Illustrated Guide, Page 110. With their fine motor development they may be able to use a large needle to sew and thread ‘can use a large needle to sew and thread’, may also use colour in a naturalistic way ‘begin to use colour in a naturalistic way, for example using a band of green colour at the bottom of the page to represent grass and a band of blue across the top to represent sky’, Child Development An Illustrated Guide, Page 111. They may be able to, in the communication and language, understand book language ‘begin to understand book language and that stories have characters and a plot (the narrative)’, and may express and communicate their thoughts ‘like to express and communicate their thoughts – about a book they have read or a TV programme they have seen’, Child Development An Illustrated Guide, Page 112. Two theoretical perspectives relevant to physical development and language and communication development are Noam Chomsky, he was American professor of linguistics, and he developed a theory, based on the idea of language development as an innate process. He believed that humans are born with the knowledge already for language; he suggested that babies have a language acquisition device (LAD). He considered that this LAD enables children to absorb the language they hear and break it up, then work out what it is and develop an understanding of its rules and grammatical structure. To support Chomskys theory it has been shown that children of all cultures develop language at more a less the same time. Another is Arnold Gessel (1880- 1961), he was an American paediatrician; he identified three principles of physical development. The first he stated was that ‘Development follows a definite sequence’, this means that when children are growing and progressing there is a pattern in that they need to do certain movements e. g. walk, in order to do other more challenging ones e. g. skipping. The second was that ‘Development begins with the control of head movements and proceeds downwards’, this is because babies need to be able to move their head around in order to search for food, they gain control of their head and top of the spine before other parts of their body, this is thought to be a survival mechanism. The third principle is ‘Development begins with uncontrolled gross motor movements before becoming precise and refined’, this simply means that when babies are first born they have no control over their legs and arms but control is quickly gained, first of the arms and then of the wrists. I have attached three observations as appendices; these are on a child aged 3 years 1 month. I have observed my target child’s physical development, whilst looking at her gross motor skills, I used a checklist observation. For her fine motor skills I used, written narrative and for her balance and coordination I used a photographic observation. A checklist observation is when you draw a table with the columns, ‘developmental milestones’, this is where you write the milestones from the EYFS or a book and look for their age group and write what they should be able to achieve. You may have milestones for different ages for example six months before and six months after the child’s actual age. In the next column tick ‘yes’, if they did completed the milestone, if not tick ‘no’ in the column after. Then the last column says ‘comments’ which is where you put additional information about how or where the child completed or didn’t complete the milestones and if she needed assistance. The photographic observation is when you look through the EYFS at your TCs age group for the chosen subject, for e. g. ‘physical development’ and see what they should be doing, then when you see your TC doing these things while observing, take a series pictures of them in a sequence so it tells a story, then write next to the picture a little caption about what the child is doing and how/ where she is doing it. A written narrative is an observation where you write down exactly what you see, including what hand the child is using, the expressions on their face etc. it’s a running commentary of what is happening. The observer sits away from the child and does not get involved during the observation and makes notes. The observer should write the observation up ASAP whilst they still remember the information. First of all we must ask permission from the parent before we do any type of observation, if we did not do this then the practioner and the parents trust is jeopardised immediately. This is part of the settings policies and procedures which provides consistent practise, trust and high standards and if they are not followed it could lead to different standards bad reputation and inconsistent practise. It is against the law to give out children’s details to anyone, if the child is not in danger; this is stated in the legislation, The Data Protection Act 1998, ‘To protect individuals rights from breaching of information’ all of the nursery settings are aware and follow this, if they didn’t follow this then children will be put in harm and may be taken advantage of, it will not only put the child in harm but also the child’s family as well. We can maintain confidentiality throughout the observation by using TC meaning target child in all the observations rather than their name, this will help keep the child safe as it will not give any personal information away, we can also use TA meaning target adult and OC meaning other children, this will help keep the staff and other children from risk. Also we can make sure we do not give away the settings name and just write, for example, ‘day nursery’ and all the observations are objective, meaning that you are not assuming anything e. g. how the child is feeling, this is needed so you are not labelling children, jumping to conclusions or being bias. Different observation techniques are used as it improves accuracy, e. g. you wouldn’t use a photographic to look at the language development. In photographic observations you must make sure that you take the images on the settings camera not your own and print them off in the setting not take them on a memory stick, if you print off more photographs than needed you must destroy them using a shredder, also when taking the images make sure you do not get any other children in the background as they may not have the permission from the parents to do so, if we did not do this then the parent would then not feel comfortable in leaving their child in that setting, also the images may get into the wrong hands and be used inappropriately meaning the child could be at risk. The only type of information that should be shared is safety: medical issues, allergies, Support learning: likes, dislikes, what stage they’re up to, and Background info: if anything is happening at home that could affect child: e. g. separation or family death, information is only shared on a need to know basis. All the information should be kept in a locked filing cabinet. Also make sure that the observations are only shared with the parents of the hild and other professionals. With my three observations on my target child I looked at three different developmental areas, such as, gross motor, fine motor and balance and co-ordination. In the gross motor observation using quotes from the ‘EYFS’ and ‘Child Development An Illustrated Guide’, my TC is currently achieving the majority of these milestones and some of the things stated she couldn’t of accomplished in the garden, e. g. ‘using a pencil’. My TC seems to be very confident in peddling, jumping, balancing etc and kicking a ball with great control; however, she needed assistance with walking on tiptoes, this is due to possibly not having the opportunity to try it. My TC also seems very sociable as she was playing a lot with her friends whether it was by pushing them round in the car or throwing a ball to them, this is perhaps because she is with adult company a lot of the time, this checklist information therefore shows me that there are no areas to be concerned about and my TC practises these skills every day. When observing her balance and co-ordination, I have realised that she is very confident and in control of her balance and co-ordination, also that she is developing at the right stage for her age and is capable balancing by herself without assistance, showing that she is becoming more independent. My TC persisted with the activities even when challenges occurred which shows she is persistent and also she was finding new ways to do things which shows she is very inquisitive, this is stated in the ‘EYFS, Characteristics of effective learning’, showing she is on track and at the right place. With the fine motor observation, my TC is meeting and exceeding the developmental milestones that she should be applying with the EYFS, this observation shows me that she engages in an activity and doesn’t give up until she has accomplished it, this shows great determination. My TC is turning out to be very independent, clever and determined, all of these things show that she is developing at the right pace for her age and is currently meeting and exceeding the developmental milestones. This is possibly due to spending a lot of one to one time with mum and dad and being at nursery all day for three days; she always joins in with games and includes her friends improving vital skills such a socialising and physical development. My TC is always using her initiative when things go wrong and quickly amends them, e. g. when ‘she dropped all the beads, she quickly picked them up and rebuilt it’. My TCs needs are that she needs the equipment, space and time to develop these skills, improving her developmental areas. She needs extra help with balancing; walking on tiptoes etc. so in the short term setting out obstacle courses or beams to walk along would benefit her massively as it would require her to use her balance and concentration. ‘Blocks and block play is very important for childrens learning and development. Because there is no right or wrong way to play with them, they are the perfect open-ended resource and they are so versatile that they support learning across all areas of the curriculam’. Through my observations and discussions with my mentor, I am aware that my TC really enjoys playing outside and with her friends, and she feels lost without them; this is mainly because she spends a lot of time outside with her parents, one to one, this is massively beneficial also for her health. To support her future planning I would provide more activities that includes being outside and being active and try giving her the one on one attention, when possible. The implications of observations are that observations need to be valid and reliable otherwise there will be biasness and different interpretations of how the child is feeling and the observations won’t be accurate. We can do this by objective observations, which are by looking at the child with fresh eyes, meaning we don’t jump to conclusions and make judgements and we so not have stereotypical views of the child. We can also make it reliable by writing it up ASAP so the observation is still in your head and you don’t forget or make-up key information. We must use different techniques to observe the child this is because there are many aspects to look at and you can’t look at them all from one type, e. g. looking at a child’s language, you couldn’t do this using a photographic observation, if you didn’t do this then you would miss out information that might be necessary to detect any issues. Observations are needed to reflect on for future planning, if you didn’t the child will lose interest and not progress in development. Observations are also good to give to the parent as they can see how their child is getting on and gives them reassurance as to how their child is progressing, it will hopefully highlight if there are any problems as well, which they can pass onto other professionals. If you did not do all of these things it will let your reputation down and show you cannot be reliable to look after children in a professional manner. John Bowlby (1907-1990), stated that a Child’s emotional bond to their familiar caregiver i. e. a family member or riend is a biological response that ensured survival, he called this the ‘theory of attachment’, and he said that the quality of attachment is to blame for the child’s capacity to form trusting relationships. His theory stated that children show a preference for closeness to a small number of adults and these attachments are a normal part of human development. When babies are born they are adapted to seek out attachments not just f or the aim of being fed and protected but for the feelings of safety the attachment brings. Also he said that when an infant feels safe and secure they won’t be as attached to you as when they feel scared or anxious, this is known as ‘attachment behaviour’. Also as infants mature into adulthood, the need for attachment lessens, however when we feel stress or anxiety we may find ourselves seeking comfort from loved ones. The main positive outcomes of good attachment experiences in the early years seemed to be social ones, things such as self-confidence, efficiency, self-esteem and the capacity to care for others and to be cared for. Many practioners worry about the children becoming too attached to them and fear that it may undermine relationships at home. They don’t want to give children the feeling of loss when they have to leave them and move on to school or the next stage. However, children can cope with several close attachments, so now at most nurseries children are given a key person, but practioners must maintain professional boundaries too, favouritism is not an outcome of closeness to a child so practioners must work alongside the parent. Burrhus Skinner (1904-1990), was probably one of the best known behaviourist theorists. Skinner applied ideas taken from his work with rodents to children, this approach is called operant conditioning, and he wrote most of his books about people. To him both animals and people are organisms – differing only to the degree of learning. Behaviourism is sometimes known as the learning theory, learning and development are often seen in terms of nature verses nurture. Behaviourism is at the extreme nurture end, Behaviourists generally believe that all behaviour is learned and can be shaped. The most common view is that behaviour is shaped by punishment and rewards, and that humans act to avoid punishment and to gain reward. Skinner emphasised reward. He believed that punishment was counter-productive, having the opposite of the desired effect. He broke tasks down into small steps, and with each step reinforced and rewarded as it was learned. Although skinners experiments were generally carried out on animals, his work became widely applied to child development and to work with parents. Skinner proposed that a child’s language is shaped by the responses given to them by carers or parents. Skinners theory would indicate that children have to go through a trial and error aspect; however children can pick up things that are not learnt through regular reinforcement. His work was put into practise by teaching methods which focus on the repletion of words and completion of rows of sums. Behaviourism is most often seen in the teaching of special needs children and behavioural management. Breaking down tasks into small steps, such as star charts, stamps, stickers, rewarding children for keeping to instructions and rules, and taking away of their luxury’s when they don’t keep to rules, praise and encouragement. This was introduced in the 1950s known as ‘programmed instruction’. How to cite Development from Conception to 16 Years, Essay examples